Filosofi PBL Dan Strategi Pembelajaran - 2008

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FILOSOFI PBL DAN STRATEGI PEMBELAJARAN

Rahmatina B. HermanMedical Education Unit

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Bahan Bacaan:

1. Ellington, H. Selecting Appropriate Teaching/Learning Methods. Robert Gordon University

2. Boud, D. Developing Student Autonomy in Learning.

3. Burton, WH. The Guidance of Learning Activities

4. Biggs, JB and Moore, PJ. The Process of Learning

5. Savin-Baden, M and Major, CH. Foundations of problem-based learning

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Input Process Learning

Output

Outcomes (Areas of competence)

Competencies

Knowledge, Skills, Attitudes

Tujuan Pembelajaran

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Metode Pembelajaran

1. Mass Instruction: Metode:

- Kuliah konvensional- Presentasi film & video - Siaran radio pendidikan- Kerja studio & praktikum masal

Peran dosen:- Menerangkan secara tradisional- Mengontrol semua aspek proses instruksi (cara, isi)

Peran mahasiswa:- Sangat pasif- Tergantung pada apa yang diperoleh dari dosen, video, demonstrator, dll

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Metode Pembelajaran

2. Belajar individu/sendiri: Metode:

- Belajar sendiri dari buku teks / materi belajar dll - Tugas, dll

Peran dosen:- Produser / manajer pembelajaran- Memberikan support bila diperlukan

Peran mahasiswa:- Sangat bertanggung jawab terhadap

pembelajarannya- Mengontrol diri sendiri dalam hal: lama / frekwensi belajar, kedalaman belajar

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Metode Pembelajaran

3. Belajar grup: Metode:

- Kelas diskusi / grup tutorial- Seminar- Game & simulasi

Peran dosen:- Organiser aktivitas grup- Fasilitator- Supportive

Peran mahasiswa:- Sangat bertanggung jawab terhadap pembelajarannya- Sangat dependen pada preparasi dan interaksi sesama

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Strategi Pembelajaran

Adalah cara pembelajaran yang digunakantermasuk:

1. Kurikulum

2. Konsep pembelajaran

Contoh: - Problem-based learning- Integrated curricula- Community-oriented curricula- Core and options / electives

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Kurikulum

• What is a curriculum?

- Genn, 1995: Everything that happens in relation to the educational program

- Stewart, 2000:A planned educational approach to reaching identified professional outcomes

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Kurikulum

• Types of curriculum?- Formal:

Everything the developers intend

- Informal: Essentially extra-curricular activities

- Hidden:Incidental, as opposed to intentional

- Null:Things intended not to be there

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Konsep Pembelajaran

Dua kategori utama:

1. Teacher-centered fokus: transfer of knowledge

2. Student-centered

fokus: active learning

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TEACHER CENTEREDTEACHING

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Pembelajaran sistem teacher-centered

• Teacher-centered instructional strategies• Highly lecture-based• Discipline-based• One-way communication• Overload dengan informasi• Rote-learning (memorize, recall)

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mhs dosen

mhs

mhs

mhs mhs

Teacher Centered

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Dosen

Metoda didaktik satu arah (Sefton, 2001)

mhs mhs mhs mhs mhs mhs mhs mhs

Teacher Centered

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“The scarcely tolerable burden of information

that is imposed taxes the memory but not the

intellect. The emphasis is on the passive

acquisition of knowledge, much of it to become

outdated or forgotten, rather than on its

discovery through curiosity and experiment.”

(Education Committee, General Medical Council, UK, 1993) ‘Tomorrow’s Doctors’

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STUDENT CENTEREDLEARNING

Problem-Based Learning

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Apa itu PBL?

Suatu strategi pembelajaran: menggunakan masalah sebagai stimulus untuk menemukan atau mendapatkan

informasi yang diperlukan untuk memahami dan mencari solusinya

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Pembelajaran sistem PBL

• Student-centered instructional strategies

• Students have to identify, and search for, the knowledge that they need to deal with the problem

• Two objectives for the student:- learning related to the problem- solving the problem

• The knowledge arises from work on the problem

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Pembelajaran sistem PBL

“ The basic outline of the PBL process is:

- encountering the problem first,

- problem-solving with clinical skills and identifying learning needs in an interactive process,

- self-study,

- applying newly gained knowledge to the problem,

- summarizing what has been learned.”

(Barrows, 1985)

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Karakteristik PBL

• Pembelajaran bersifat student-centered yang aktif;• Pembelajaran dilaksanakan melalui diskusi kelompok kecil • Diskusi dipicu oleh masalah yang bersifat integrasi

interdisiplin yang didasarkan pada pengalaman/kehidupan nyata;

• Diskusi secara aktif merangsang mahasiswa untuk menggunakan prior knowledge

• Mahasiswa terlatih untuk belajar mandiri dan diharapkan dapat menjadi dasar bagi pembelajaran seumur hidup;

• Pembelajaran berjalan secara efisien, karena informasi yang dikumpulkan melalui belajar mandiri sesuai dengan apa yang dibutuhkannya (need to know basis);

• Feedback dapat diberikan sewaktu tutorial, sehingga dapat memacu mahasiswa untuk meningkatkan usaha pembelajarannya;

• Latihan keterampilan diberikan secara paralel.

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Tujuan PBL

Membangun dan mengembangkan pembelajaran mahasiswa yang memenuhi kriteria ketiga ranah pembelajaran (taxonomy of learning domains).

- Di bidang kognitif (knowledges): berupa ilmu dasar dan ilmu terapan secara terintegrasi;

- Di bidang psikomotor (skills): berupa scientific reasoning, critical appraisal, information literacy, self- directed learning, life-long learning;

- Di bidang affektif (attitudes): berupa value of framework, hubungan antar-manusia, yang berkaitan masalah psikososial (psychosocial issues)

Teori Konstruktivis

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“Problem-based learning (PBL) is grounded in the belief that learning is most effective when students are actively involved and learn in the context in which the knowledge is to be used.Problems act as stimulus and focus for studentactivity. Problem-based learning is not simply the addition of problem solving activities to otherwise discipline-centered curricula, but a way of shaping the learning programme of professional practice.”

(Boud and Feletti, 1997)

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“Even if knowledge acquisition and

clinical skills are not improved by PBL,

the enhanced work environment for

students and faculty that has been

consistently found with PBL is a

worthwhile goal.”

(Albanese, 2000)

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student

module

student

student

student student

tutor

Student Centered

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Komunikasi antarpersonal, interaksi kompleks yang harus difasilitasi seorang tutor dengan manajemen yang baik (Sefton,

2001)

tutor

mhs

mhsmhs

mhs

mhs

mhsmhs

mhs

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Proses PBL (Harvard)

1. Group receives written problem scenario

2. Group defines the problem

3. Group identifies the learning goals

4. Students work independently to achieve the learning outcomes

5. Group reconvenes and students build new learning on to prior knowledge

6. Group synthesizes and summarizes work. Students generalize from specific scenario to other situations

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Proses PBL (Maastricht)

1. Students receive problem scenario and define the problem

2. Brainstorming used to identify explanation for phenomena observed

3. Group reaches interim conclusions about the problem

4. Group formulates the learning objectives

5. Students work independently to achieve the learning process

6. Group synthesizes and summarizes work. Students generalize from specific scenario to other situations

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• Student centered

• Problem-based

• Integrated

• Community-oriented

• Electives with core

• Systematic

• Teacher centered

• Information gathering

• Discipline-based

• Hospital-based

• Standard / uniform

• Apprenticeship

PBL Konvensional

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The Learning Pyramid

Teach others

Lecture

Discussion group

Demonstration

Audiovisual

Reading

Practice by doing

5%

10%

20%

30%

50%

75%

80%

AverageRetention Rate

National Training Laboratories, Bethel, Maine, USA

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